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美国大学英语写作课后习题问题详解

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SuggestedAnswersfor“TheYellowRibbon”—byPeteHamill(P.210
1.Vingoreturnedfromprisontofindthathiswifestilllovedhimandwantedhim
back.
2.b3.a4.B
5.Twoexamples:Vingotellshisstoryslowlyandpainfullyandwithgreat
hesitation.
Vingotellshisstory“slowlyandpainfullyandwithgreathesitation.”6.ExamplesofVingo’sbeinghonorable:Hedoesn’texpressanyself-pityabout
beinginjail.
Heownsuptohiscrime.Heoffershiswifeherfreedom.
7.Placenames:FortLauderdale,NewJersey,Washington,Jacksonville,the34thStreet
Othertransition:TerminalinNewYork,Philadelphia,Brunswick8.Butifshedidn’t...
9.MaybetheauthorHamillaskedoneoftheyoungpeopleinthestoryabouthertravelingexperience.
10.TheauthorendsthisessaybydescribinghowtheyoungpeopleshoutedexcitedlywhentheysawtheyellowribbonsontheoaktreeandhowVingorosefromhisseatandmadehiswaytothefrontofthebustogohomenervously.
WemayexpectthatVingowouldreceiveanamazingandwarmwelcomewhenhewalksintohishome.
Theauthorjustwantstoleavessomespaceforthereaderstothinkandimaginefreely.
P.256--TamingtheAngerMonster:byAnneDavidson1.d
2.Angerhasbecomeanincreasinglycommonprobleminoursociety.
3.“AccordingtoCarolTavris,authorofAnger:TheMisunderstoodEmotion,thekeystodealingwithangerarecommonsenseandpatience.”
4.Effect:AnepidemicofangerThreecauses:Lackoftime,technology,tension6.B7.


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8.TobeginwithTechnologyisalsoTension,thethirdmajorculprit9.D
10.Thefirstparagraphpresentsastoryaboutapersonwithangerproblems.Thelastparagraphshowshowthatstorywassuccessfullyresolved.
P289.--BorntoBeDifferent?:byCamilleLewis
c2.a3.D
4.Shelistsaseriesofexampleswherethe“empathizing”mindsetisevident:female-dominatedcareers,femalereadingmatter,andfemalerelationships5.Brainanatomy
WaysofinteractingwiththeworldWaysofproblemsolving
6.Lewispresentsheressaypointbypoint.Thefirstpointisaboutbrainanatomy,the
secondisaboutinteractingwiththeworld,andthethirdisaboutproblemsolving.Foreachpoint,shediscusseswomenandthenmen.7.

8.Ontheotherhand(7

Incontrast(9But(119.d10a
P.508--SuggestedAnswersfor“Shame”—DickGregory(P.508
Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.


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ReadingComprehensionQuestions,584-5851.A2.D3.bAnswersa,c,anddaretoonarrow.4.aAnswersb,c,anddaretoonarrow.5.cSeeParagraph66.TrueSeeParagraph237.aSeeParagraph5
8.B.TheentireincidentwiththeCommunityChestFundshowsRichard’spride9.bRichard’steacherignoreshisproblemsandhumiliateshiminfrontof
theentireclass;seeparagraphs5through26.
10.bHelenecriesoverRichard’shumiliation;seeparagraph23.StructureandTechnique,585
1.Inparagraphs1and2,GregorymentionsseveralstepshetooktoimpressHeleneTucker.Whatwerethey?Whydoesheincludetheminhisessay?Answer:InordertoimpressHelene,Gregorybrushedhishair,gotahandkerchief,washedhissocksandshirteverynight,shoveledthesnowoffherwalk,triedtomakefriendswithhermotherandaunts,andleftmoneyonherstoop.Hedescribesthosestepsindetailbecause,besidesdemonstratinghisdevotiontoHelene,theygiveaclearpictureofGregory’spoverty.
2.Ametaphorisasuggestedcomparison.WhatmetaphordoesGregoryuseinparagraph
5,andwhatisitspurpose?Whatmetaphordoesheuseinthesecondsentenceofparagraph7,andwhatdoesitmean?Answer:Inparagraph5,Gregoryusesthemetaphorthathewaspregnanttosuggesttheeffectsofpovertyonhim—itgavehimstrangetastes,whichpregnantpeopleget.Italsofilledhim(aspregnancyfillssomeone,butwithnegativethings:poverty,dirt,“smellsthatmadepeopleturnaway,”andsoon.
Inthesecondsentenceofparagraph7,Gregoryusesthemetaphorofaflyingeagletorepresentthemovementofmoney.(Apictureofaneagleisengravedononesideofaquarter.
3.Innarratingtheincidentsintheclassroomandintherestaurant,Gregorychoosestoprovideactualdialogueratherthanmerelytotellwhathappened.Why?Answer:ByusingtheexactwordsspokenbyHelene,theteacher,andhimself,Gregorygivesaveryclearpictureofwhathappenedbyallowingthereaderto“experience”it,ratherthansimplyhearageneralsummary.ThedialoguebetweenHeleneandtheteachershowsHeleneasanideallittlestudentwhoreceivedapprovalfromtheteacher.ThedialoguebetweenGregoryandtheteacher,however,clearlydemonstratesGregory’seagernesstoimpressHeleneandhisunsuccessful,embarrassingattempttogaintheteacher’sapproval.IfGregory


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hadmerelydescribedwhathadhappened,wewouldhaveamuchlessvividimpressionofthecharactersinvolved.
4.Attheendoftheessay,Gregoryshiftshisfocusfromtheclassroomtothesceneinvolvingthewinoattherestaurant.Whatistheconnectionbetweenthisclosingsceneandtherestoftheessay?Answer:Inthebodyoftheessay,Gregoryisnarratingatimethathewasshamedpubliclyandnoonecametohisdefense.Intheclosingscene,Gregoryrealizesthathehasdonethesamething—thathe,too,haswitnessedapersonbeingshamedwithoutassistinghim.Hefeelsanewkindof“shame,”thatofhavingfailedtohelpanothermaninneed.
CriticalReadingandDiscussion,586
1.WhenGregorywrites,“Ineverlearnedhateathome,orshame.Ihadtogotoschoolforthat”(paragraph1,heisusingirony—aninconsistencybetweenwhatisexpectedandwhatactuallyoccurs.Whatdoeshemeanbythesetwostatements?Whatistheeffectofhisirony?Answer:Gregorymeansthatalthoughhishomelifewasoneofpovertyandwant,hishomewasnotaplaceofinhumanevalues,suchashatredandshame.Butatschool,whichonitssurfacewasamorepositiveplace,hewasmadetofeelhatredandshame.TheironicstatementintriguesthereaderandmakeshimorherwanttoknowmoreaboutwhatGregorymeans.
2.WhatareGregory’sfeelingsabouthisteacher?Whatwereyourfeelingsaboutherasyoureadthisessay?WhatcouldtheteacherhavedoneorsaidthatwouldnothavemadeGregoryfeelashamed?
Answer:Gregoryseemssadandresentfulthattheteacherdidnotunderstandwhyhemisbehavedinclassandthatsheassumedhewasstupidandatroublemaker.Buthealsowantedherapprovalbadly,asseenbytheCommunityChestincidentandthefactthathegota“bigthrill”outofbeingchosentocleantheblackboard.Students’suggestionsabouttheteacherwillvary.Onepossibility:ShecouldhavemerelythankedGregoryinclassandthenspokentohimprivatelylaterifshedoubtedthathecouldcontributetoCommunityChest.
3.Gregoryshowshowachildhoodincidenttaughthimshame.WhatotherimportantlessonsdoesGregorylearninthisessay?Explain.
Answer:Fromparagraph3,inwhichGregorytalksabouthisaccomplishmentslaterinlife,wecanconcludethathelearnedhecouldboosthisself-esteemthroughhisownefforts.Paragraph5showsthatfromhisownexperiences,helearned


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thatchildrenwhoarehungryandpoormayfeelinvisibleandsobehaveinwaysthatattractattention.Fromhisexperiencewiththewino,helearnedthatinordertofeelgoodabouthimself,hewouldhavetostartstandingupforotherpeoplewhowereshamed.
4.Attheendofhisessay,Gregorysays,“Iwaitedtoolongtohelpanotherman.”Whydoyouthinkhewaitedsolongtoassistthewino?Whataresomereasonspeopledonotalwayshelpotherswhoareinneed(forexample,ignoringahomelesspersonseatedonthesidewalk?Answer:Gregoryprobablyhadmanyreasonsfornothelpingthewinosooner:embarrassmentatdrawingattentiontohimself,reluctancetopartwithhishard-earnedmoney,notwantingtogetintroublewithMr.Williams,notknowingthewinoandthusfeelingtheaffairwasn’thisbusiness,etc.Peoplehavesimilarreasonsfornothelpingothersinneed.Inaddition,peoplewhoignoreahomelessmanmayfeelthattheman’sproblems—maybeincludingsubstanceabuseormentalillness—aresobiganddeep-rootedthattheyarenotqualifiedtohelphiminanyeffectiveway.Thesis-and-SupportOutline
Thesis:Livingpoorwas,fortheauthor,ahumiliatingexperience.
1.Hewasembarrassedinfrontofhisclassmatesand,worse,infrontofHelene
Tucker(7-23.
2.Everybodyknewhewasa“worthyboy”whohadnoDadandnomoney(28.3.Hisself-pitypreventedhimfromhelpinganotherpoorman,thewino(29-37.
P.567SuggestedAnswersfor“PropagandaTechniquesinToday’sAdvertising”byAnnMcClintock
Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.ReadingComprehensionQuestions,648-6491.b2.d
3.bAnsweraistoobroad;answerscanddaretoonarrow.4.cAnswersaandbaretoonarrow;answerdistoobroad.5.bParagraph9
6.dParagraphs18-197.cParagraph168.cParagraph239.b


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10.a
StructureandTechnique,649-650
1.Inparagraph1,McClintock’schoiceofwordsrevealsherattitudestowardbothpropagandistsandthepublic.Whatspecificwordsrevealherattitudes,andwhatattitudesdotheyrepresent?Answer:McClintockdescribespropagandistsas“seducers”and“brainwashers.”Shereferstotheir“alluringimages,”their“tricks,”andtheir“charm.”Shedescribesthepublicas“content”and“eager...victims.”Herchoiceofwordsmakesitclearthatshethinkspropagandistsareuntrustworthyandinterestedintakingunfairadvantageofatoo-trustingpublic.
2.WhatkeytermdoesMcClintockdefineinparagraph2?Whydoesshedefineithere?Whereelseintheessaydoessheusethetechniqueofdefinition?Answer:Shedefinestheterm“propaganda.”Sheplacesthedefinitionclosetothebeginningbecauseitissoessentialtothereader’sunderstandingoftherestofheressay.OtherpointsatwhichMcClintockusesdefinitionareinparagraphs5,6,9,12,16,18,and21.Ineachofthoseparagraphs,shedefinesaparticularpropagandatechnique.
3.McClintockusesparenthesesintwolists,theonesinparagraphs7and19.Whatpurposedotheseparenthesesserve?Answer:Paragraph7lists“high-soundingbutbasicallyemptyphrases.”Theauthorusesparenthesestoaddcommentsthatrevealtheemptinessofthoselistedphrases.Paragraph19listsclaimsthatinclude“weaselwords.”Theauthorusesparenthesestoshowjusthowinsubstantialthoseweaselwordsare.
4.McClintockprovidesabundantexamplesthroughoutheressay.Whydoessheprovidesomanyexamples?Whatdoessheaccomplishwiththistechnique?
Answer:McClintock’smanyexamples,drawnfromthetelevisionandprintadsweallseeeveryday,clarifyherdefinitionsanddemonstratethatpropagandatechniquesaretrulyafactorineverydaylife.Theexamplesmakethereadermoreawareoftheeffectsofpropagandaondecisionsheorshemakes.CriticalReadingandDiscussion,650
1.Someofthepropagandatechniqueslistedintheselectionhavecontrastingappeals.Howdoname-callingandglitteringgeneralitiescontrastwitheachother?Testimonialsandplainfolks?
Answer:Name-callingappealstotheinstinctsoffear,anger,andmistrust.Name-callingpropagandaencouragesthepublictorejectsomethingorsomeone.


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Glitteringgeneralities,ontheotherhand,appealtothepublic’spositiveemotions:love,attraction,patriotism.Thepublicisaskedtoacceptthethingorpersonadvertisedbyassociatingitwiththoseemotions.
Testimonialsdependonthepublic’sinterestinoraffectionforcelebrities
—peopleordinaryviewersdon’tknowbutadmireandseeasbiggerandmoreimportantthanthemselves.Bycontrast,plainfolksadvertisingisbasedontheideathatthepubliclikestoseeordinarypeople—peoplelikethemselves—intheproductsandservicestheybuy.
2.Whyareadsthatusethebandwagonapproachsoeffective?Whatadshaveyou
seenrecentlythatusethatapproach?
Answer:Thebandwagontechniqueiseffectivebecauseofthehumanneedtobepartofagroup.Wefeelsafeandsecurewhenwearesurroundedbypeoplewhoagreewithusaboutsomething—evensomethingastrivialaswhatfrozencoffeecakeisbest(“Nobodydoesn’tlikeSaraLee”.Answerstothesecondquestionwillvary.
3.Theauthorstates,“Americans,adultsandchildrenalike,arebeingseduced.”Whatmightbethedifferencesbetweenthewaysadultsandchildrenreacttotheseductionsofadvertising?Answer:Answerswillvary.
4.McClintockstates,“Wearevictims,seeminglycontent—eveneager—tobevictimized”(paragraph1.Doyouagree?Isthisarticlelikelytochangehowyouviewadsinthefuture?Whyorwhynot?Answer:Answerswillvary.Thesis-and-SupportOutline
Thesis:Peopleshoulddetectandunderstandcommonpropagandatechniques,whichappeal
totheemotionsratherthantologic.
1.Wearebombardedwithads,whichpresentbiasedmessagesthroughvarious
propagandatechniques,includingsevencommonones(1-4.
2.Namecalling—referringtoacompetitorwithnegativelychargednamesor
comments(5.
3.Glitteringgeneralities—makingimportant-soundinggeneralclaimswithno
explanation(6-8.
4.Transfer—associatingsomethingwithasymbolorimagemostpeoplerespectand
admire(9-11.
5.Testimonial—promotingsomethingwiththesupportofacelebrity(12-15.6.Plainfolks—associatingsomethingwiththeaverageperson(16-17.


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7.Cardstacking—makingsomethingsoundgoodbysuppressingrelevantevidence
ormakinganunfinishedclaim(18-19.
8.Bandwagon—appealingtopeople’sdesiretodowhatmanyothersaredoing
(20-21.
9.Usecriticalthinkingtoavoidreactingemotionallytoads(22-23.
P.592SuggestedAnswersfor“Here’stoYourHealth”—JoanDunayer
Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.ReadingComprehensionQuestions,667-6681.c2.c
3.dAnswersa,b,andcaretoonarrow.
4.cAnsweraistoonarrow;answerbistoobroad;answerd,never
directlystatedinthearticle,istoonarrow.
5.bParagraph66.FalseParagraph47.TrueParagraph88.a
9.FalseParagraphs6and810.dParagraphs4and8StructureandTechnique,668-669
1.WhatmethodofintroductiondoesDunayeruse?Whateffectdoyouthinkshehopedtoachievewiththisintroduction?Answer:Sheusesananecdote.BytellingabriefstoryaboutTod’sexperience,sheputsahumanfaceonthelargerideathatalcoholabuseislinkedtosocietalpressure.ItalsosetsthetoneforDunayer’sthesisbyshowingthepotentialdangerofevensmallamountsofalcohol.
2.Dunayerintroduceshercriticismofalcoholwiththewords“Partofthemythis....”(Seethefirstsentenceofparagraph3.Whatadditiontransitionsdoessheusetointroduceeachofthethreeotherpartsofthemyth(inthefirstsentencesofparagraphs5,7,and9?Whatisgainedbytheuseofthesetransitions?Answer:Thethreeadditiontransitionsare“another,”“also,”and“finally.”Eachtransitionmakesthereaderawarethatoneelementofthemythisbeingintroduced.


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3.ThebodyofDunayer’sessayismadeupoffourpairsofparagraphs(paragraphs3and4;5and6;7and8;9and10.Whatistherelationshipbetweentheparagraphsineachpair?InwhichofthetwoparagraphsdoesDunayerpresentherownperspective?Whydoyouthinksheputsherownperspectiveinthatparagraph?
Answer:Inthefirstparagraphofeachpair,Dunayerpresentsonepartofthealcoholmyth.Shebeginseachsecondparagraphwithatopicsentencethatrepresentsherperspective.Shethengoesontosupporthertopicsentencewithaseriesoffacts.Forexample,belowisthetopicsentenceofparagraph4;itrepresentsherperspective,whichcontradictswhattheadinparagraph3suggestsaboutwhiskey.
Contrarytowhattheliquorcompanywouldhaveusbelieve,drinkingismorecloselyrelatedtolackofsuccessthantoachievements.Shethenfollowsthatsentencewithsupportingfacts.
Bypresentingherperspectiveafterdescribingeachpartofthemyth,Dunayermakesherpointsmoredramatically:Shesetsupanappealingimageinthefirstparagraphofeachpaironlytoknockitdownwithforceinthesecondone.
4.Inheressay,Dunayerprovidesvividdescriptionsofalcoholadvertisements,particularlyinparagraphs3and5.Whatvividdetailsdoessheprovide?Howdothesedetailssupporthermainpoint?
Answer:Inparagraph3shedescribesindetailtheprintadshowingtwoprosperous-lookingbusinessmeninarestaurant,surroundedbyfinecrystal,velvetdraperies,andspotlesslinen.Inparagraph5,sheprovidesdetailsaboutabeachscene:ayoung,beautiful,sexywoman;ayoungmuscularmanenticingherwithacoldbeer.Byprovidingsuchdetaileddescriptions,Dunayermakesthereaderveryawareoftheadvertiser’spremise(alcoholwillmakeyousuccessful;alcoholwillmakeyousexuallyattractivebehindsuchads.CriticalReadingandDiscussion,669
1.Dunayerpresentsandthenrebutsfour“myths”aboutalcohol.Whatarethesefourmyths?AccordingtoDunayer,whatistherealitybehindeachmyth?Answer:(1Alcoholwillmakeyouprofessionallysuccessful.Infact,saysDunayer,alcoholisfrequentlytiedtolowachievementandpoverty.(2Alcoholwillmakeyousexuallyattractive.Dunayersaysthatalcoholactuallylowersone’shormonesandcanleadtoimpotenceandinfertility.(3Alcoholandsports


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mixwell.Dunayerpointsoutthatalcoholslowsthereflexes,interfereswiththeeyes’abilitytofocus,andincreasesthelikelihoodofvariousseriousdiseases.(4Alcoholbringsfamiliesclosertogether.Infact,Dunayerwrites,alcoholisfrequentlyinvolvedindomesticviolence,suicide,andbirthdefects.
2.Dunayerconcludes,“‘Here’stoyourhealth’ringswithaterribleironywhenitisaccompaniedbytheclinkofliquorglasses”(paragraph11.Whatisthe“terribleirony”sherefersto?Howdoesthisirony—alreadysignaledinheressay’stitle—relatetohermainpoint?Answer:Theironyisthatalcohol,ratherthanpromotingone’shealth,isoftentiedtoillnessandmisery.Theironyisalsoimpliedinhermainpoint—thatwhileadvertisingmythspromiseusthatalcoholwillimproveourlives,itisfarmorelikelytohavedestructiveeffects.
3.DoyouthinkDunayer’sessayaboutthemythsofalcoholisone-sided,orisitbalanced?Explain.Whatadditionalpointscouldbeusedtosupportherpointortorebutit?
Answer:Theessayisone-sidedinthesensethatDunayerdoesnotincludeopinionsfrompeoplewhodisagreewithher.Otherpointsshemighthaveusedtosupportherargumentincludethewidespreadideaamongyoungpeoplethatusingalcoholmakesthemseemmoreadult.RebuttalsofDunayer’sargumentcouldincludetheideasthatmanypeopleusealcoholresponsiblyandthattheproblemisnotwiththeproductitselfbutwithirresponsiblepeople’smisuseofit.
4.Advertisersoftencreatemythsorusefalseideastogetpeopletobuytheirproducts.Besidesalcoholads,whataresomeotherexamplesofmanipulativeordeceptiveadvertising?Doyouthinkadvertisersshouldbepermittedtousesuchtacticstosellproducts?Answer:Answerswillvary.Thesis-andSupportOutline
Thesis:Themediaandourculturepromoteafalsemythaboutalcohol.
1.Partofthemythisthatalcoholsignalssuccess;therealityisthatalcohol
canpreventsuccess(3-4.
2.Anotherpartofthemythisthatalcoholmakesonesexuallyattractive;the
realityisthatalcoholcanmakeonelesssexy(5-6.
3.Athirdpartofthemythisthatalcoholcombineswellwithathletics;the
realityisthatalcoholslowspeopledownandcanleadtophysicaldecline(7-8.


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4.Thefourthpartofthemythisthatalcoholcontributestofamilyhappiness;
therealityisthatalcoholcanleadtogreatunhappiness.

P.607SuggestedAnswersfor“CollegeLectures:IsAnybodyListening?”byDavidDaniels
Note:Thenumbersinparenthesesrefertorelevantparagraphsintheselection.ReadingComprehensionQuestions,683-6841.c2.a
3.cAnswersa,banddarealltoonarrow,aseachcoversonlya
singlepointoftheselection.
4.bAnswersa,c,anddaretoonarrow.5.dParagraphs5and76.aParagraph107.aParagraph10
8.aParagraph9and10
9.TrueParagraphs11through1310.cParagraph13StructureandTechnique,684
1.Danielsbeginshisessaywithananecdoteaboutaformerteacherofhis.Howdoesthisintroductionrelatetohisthesis?Answer:Theanecdoteisanextremeexampleofacollegeteacherwhoseemedunawareofwhetherhisstudentswerelisteningtohimornot.TheprofessorservesasacaricatureofthetypeofteachingDanielsiscriticizing.
2.DoesDanielsdirectlystatehisthesis?Ifso,whereisitstated?
Answer:Danielsstateshisthesisattheendofparagraph4:“Thetimeislongoverdueforustoabandonthelecturesystemandturntomethodsthatreallywork.”
3.IndescribingMary’sclassroomexperience(paragraphs5–7,Danielsprovidesnumerousdetails.Whataresomeofthesedetails?Howdotheyrelatetotheessay’smainidea?Answer:Someofthedetailsprovidedincludethehugeclasssize,thelackofarollcall,theprofessor’sancientnotes,thelackofopportunityforstudentfeedback,andtheabsenceofquizzes.Thedetailsallcontributetotheideathatlecture-heavyclassesdoapoorjobofinvolvingthestudentinthesubjectandstimulatinghisorherthinking.


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4.Daniels’sessayisanargumentagainstthelecturesystemofeducation.Whatargumentationtechniquesdoesheemploy?(Seepages319–337forinformationonargumentation.
Answer:DanielsusesfouroftheargumentationtechniquesexplainedinChapter16,“Argumentation,”pages319–322:
1Pointoutcommonground.Danielspointsoutcommongroundbetweenhimandschoolsthatsupportlectures.Inparagraph8,headmitsthatmanyschoolssupplementlectureswithdiscussiongroupsandthatsomeclasses,suchasfirst-yearEnglish,arerelativelysmall.
2Acknowledgedifferingviewpoints.Danielsacknowledges(butdoesnotsupportviewpointsthatdifferfromhis.Inparagraph13,hestatesthatadministratorslikelecturesbecausethey“cancramfarmorestudentsintoalecturehallthanintoadiscussionclass.”Headdsinthesameparagraphthatteachersandstudentsfindlectureseasierbecausestudentscansitbackandbepassiveandteacherscan“engageinintellectualexhibitionism.”
3Grantthemeritsofdifferingviewpointswhenappropriate.Danielsgrantsthemeritsofopposingviewsinparagraph15,wherehestatesthatlecturesare“economicallynecessary”andalsobecausethey“springfromatraditioninasettingthatrightlyvaluestraditionforitsownsake.”
4Rebutdifferingviews.Danielsrebutsthesupportforlectureclassesforfirst-andsecond-yearstudentsbystatingthevirtuesofsmallerclasses,whicharelistedinparagraph14:smallerclassesforcestudentstobecomemoreactive,students’listeningskillsimprove,professorsdoabetterjob,andtestsdemandanalysisandsynthesisinsteadof“emptymemorization.”AndwhileDanielssupportsthetraditionoflecturesinparagraph15,heimmediatelyarguesagainsttheiruseinthefirsttwoyearsofcollege.CriticalReadingandDiscussion,684-685
1.Danielsstatesthat“listeningintelligentlyishardwork”(paragraph9and“Activelearning
...isfarmorebeneficialforthosewhohavenotyetfullylearnedhowtolearn”(paragraph10.WhymightDanielsfeelthatlisteningissohard?Andwhydoeshefeelthatactivelearningissogood?Answer:Inparagraph10,Danielsmentionsthatlisteningactivelyinvolvesspecialtechniques,includingthesetwo:“tryingtoanticipatethespeaker’snextpoint”and“takingnotesselectively.”Wecanassumethathefeelsittakestimeand


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practicetolearnsuchtechniques.Indiscussingactivelearninginparagraph10,Danielsmentionsseveraltypes:writingessays,performingexperiments,andhavingworkevaluatedbyaninstructor.Heobviouslyfeelsthatthesetypesofactiveworkinvolvestudentsinwaystheyarenotreadytobeinvolvedinaslisteners.
2.Inparagraph8,DanielsacknowledgesthathehasexaggeratedMary’snegativeclassroomexperience,saying,“Iadmitthispictureisoverdrawn.”Doesthisadmissionstrengthenorweakenhisargument?Explain.Answer:ThecasecouldbemadethattheadmissionstrengthensDaniels’argument.Byadmittingthatheisexaggeratingslightly,DanielscanpointoutthatmanyclassesdohavemostifnotallofthenegativeaspectsofMary’sclass.Itisalsopsychologicallysoundtoadmitashortcomingofone’sargument,asithelpsestablishthewriterasareasonableperson.
3.AccordingtoDaniels,thelecturesystemharmsprofessorsbyreducingfeedbackfromstudentstoaminimum.Whatisusefulaboutaboutfeedbackfromstudents?Answer:Ifstudents’commentsindicatetheydon’tunderstandsomething,theteachercanthendosomethingtohelpstudentsimprovetheirunderstanding.Students’commentsmayalsohelpteachersdecidewhichactivitiesandmaterialsareeffectiveandineffective.Also,theknowledgethattheirviewcountsinclassmaymotivatestudentstogetinvolvedwithclasswork.
4.HowdoyourexperiencesinbothlectureclassesandsmallerclassescomparewithDaniels’sdescriptions?Asastudent,whichtypeofclassdoyouprefer?Why?Ifyouwereaninstructor,whichtypeofclasswouldyouprefertoteach?Why?Answer:Answerswillvary.Thesis-and-SupportOutlineThesis:Collegesanduniversitiesshouldofferinteractive,notlecture,classes
tofirst-andsecond-yearstudents(4,15.
1.Thelecturesystemisoutmoded(4.
2.Itisinadequateforstudents,especiallylessexperiencedstudents(5-11.3.Itisharmfultoeducators(12.
4.Thelecturesystemcontinuesbecauseadministratorslikeitsprofitability
andteachersandstudentsfinditeasier(13.
5.Small,interactiveclassesbenefitbothstudentsandteachers(14.



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